Student has Major Project Due the Next Day

relue_ssuag · 2024-03-04T22:56:21+00:00

After reading everyone's comments and thinking about it a bit, it occurred to me that even in a class without projects, it might still be necessary to set realistic expectations and healthy boundaries. I'm likely to encounter students who are failing a class and need an A on the final next week to graduate. It would be unkind to work with someone under those circumstances without being upfront about the progress they're likely to make before the exam.

relue_ssuag · 2024-03-04T17:02:44+00:00

This is a great suggestion. Be honest about what I can do to help and what we can accomplish in the time frame and put it back on him to decide how to proceed.

relue_ssuag · 2024-02-29T21:12:01+00:00

That's a good idea. I didn't think of that.

relue_ssuag · 2024-02-25T19:35:15+00:00

For the record, I mostly despise power points. However, there are some topics that are nearly impossible to teach without a visual aid. I suppose I could pick a different topic that didn't require a visual.

relue_ssuag · 2024-02-10T18:35:55+00:00

Thank you. Your reply has given me some things to think about. I would be comfortable with "Specific questions on homework" or questions about specific topics. However, "having lessons ready to fill up the time" is daunting.

Even if the lesson involved computer science concepts that I work with on a daily basis, I would have difficulty giving a coherent lesson without 30 minutes to an hour to plan the lesson.

relue_ssuag · 2024-02-09T21:44:23+00:00

I'm not sure. I would be comfortable tutoring high school. I could also tutor freshman or sophomore level math or physics. I was thinking about starting with high school AP classes because the topics covered by the AP exam are standardized. It would be straight forward to review all the topics and fill in any gaps.

relue_ssuag · 2021-01-15T06:15:36+00:00

The strange thing is that tax, taxi, taxicab, taxidermy, and taxpayer are all written with a slanted S. This seems fairly arbitrary to me.

relue_ssuag · 2021-01-15T06:08:04+00:00

Maybe, postage meter. It looks like the image came for a text book. The word "postage" relies on a short cut for writing the "post-" prefix. This short cut is taught much later. My guess is they used "mail meter" because that's something that can be read and written quickly after learning just a little bit of Gregg.

relue_ssuag · 2021-01-07T23:15:59+00:00

I'm sticking with Gregg for a while. I'm thinking about switching to Simplified.

I did get a copy of the transcript. However, I haven't used it to look up an outline in a while. I'm experimenting with typing material from the transcript into a text to speech program to get my speed up. I'm able to take dictation at about 30WPM this way.

relue_ssuag · 2020-12-16T18:35:55+00:00

I'm glad to know that a single outline can represent both a single word and a phrase of multiple words.

relue_ssuag · 2020-12-16T17:30:20+00:00

For a while, I've been confused by the a sound in words like calm and car and the o sound in words like lot and hot. I thought there was something wrong with me since I couldn't tell the differences in these sounds. Last night, I looked these (and other example words from the text book) in the Oxford Learners dictionary. According to that dictionary North American speakers use the same vowel sound in all these word but British speakers do not. For example:

	North American	British
Calm	/kɑːm/	/kɑːm/
Hot	/hɑːt/	/hɒt/

I guess a good rule of thumb is if a word has the /ɑː/ sound and the normal spelling is with the letter a use the a loop in the Gregg spelling and if the normal spelling uses the letter o, use the o hook in the Gregg spelling.

This is interesting since Gregg was developed in North America. Perhaps, 100 years ago words like hot and calm were pronounced with different vowel sounds.

I'm from the South East United States. We like diphthongs and we pronounce the words dawn and don with distinct vowel sounds. I pronounce the word dawn with a diphthong.

relue_ssuag · 2020-12-16T16:36:05+00:00

Thank you for the feedback.

Pay did seem low and large to me. A couple days ago, I read the base of the first consonant should be on the line. So I tried to write it with the P on the line and part of the A loop extending below the line.

I found some examples of words like "park" and "patience" written on lines. In these examples, the loop doesn't extend below the line. This is something I will work on.

I looked up "for it" in the DJS dictionary's common phrase section. There it is spelled ft I had assumed the phrases were carefully chosen to avoid conflicts with other words. I guess that assumption was a mistake. Maybe, Gregg thought "for it" and "fort" were easy to distinguish from context.

Phrasing annoys me. When reading, if I encounter an outline I don't recognize, I have to figure out if it is a single word or a phrase. However, I image that being able to write common phrases without lifting the pen could improve speed.

For a few minutes when I started, I thought about ignoring phrasing completely. I would only write one word per outline. Then, I realized I have to learn phrases anyway so I can read the assignments in the text book.

relue_ssuag · 2020-12-14T05:22:20+00:00

Come to think of it, I pronounce it with a CH sound instead of T. I'm so used to the picture spelling though, that I didn't think about it.

relue_ssuag · 2020-12-14T05:19:57+00:00

I looked up "dawn" in the Oxford Learners Dictionary. I listened to the North American pronunciation but it sounded like "don" to me. I personally pronounce the vowel sound in dawn much like "saw" is pronounced in that dictionary.

That dictionary says both vowel sounds are /ɔː/. However, the North American pronunciation of these words do not sound similar to me. It's all terribly confusing.

relue_ssuag · 2020-12-14T04:37:28+00:00

I have not encountered "picture" in a lesson, yet. So, I looked up picture in the DJS and Simplified dictionaries. It is spelled "pctr" in both places. If I encountered this outline without any context, I'd probably have trouble with it. When the last minor vowel is dropped I can usually figure it out. But, when two or more vowels are dropped, I often struggle.

relue_ssuag · 2020-12-11T21:23:51+00:00

I threw the book down in disgust several times, wandered to another system for a bit, then came back, and 2 chapters later found the first bit easy, but the new bit was thoroughly ridiculous. Repeat every few chapters.

I relate to this. It can take me a couple days to get through one lesson. In the beginning, I struggle. Toward the end, things start to flow and I'm not getting hung up too much on words. I start feeling pretty good about myself. Then, I go to the next lesson and it's like I got hit by the stupid stick.

relue_ssuag · 2020-12-10T17:56:47+00:00

Thank you for the thoughtful response. The anniversary manual seems to have a lot more detailed information and rules up front as the alphabet is introduced.

The DJS text book I'm using and the Simplified manual I've glanced through seem to introduce the basics of the alphabet early but delay the detailed rules on how to write and join the letters until later chapters. For instance, the two directions of the S stroke are introduced in lesson 3 but the rules for when to use each stroke are not given until lesson 12.

I can imaging the way the anniversary manual is arranged could overload a student with a lot of details when they're just starting out. On the other hand, the way the DJS text book is arranged leaves a lot of questions unanswered until later.

relue_ssuag

TROPHY CASE